Creating classroom contexts that support young children's development of self-regulated learning |
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| Authors: | Nancy E Karen J O |
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| Institution: | 1. Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Bathurst, NSW 2795, Australia;2. Queensland University of Technology, Kelvin Grove, QLD 4059, Australia;1. College of Education, University of Washington, 2012 Skagit Lane, Miller Hall, Seattle, WA, 98195-3600, USA;2. Department of Education, University of Oxford, 15 Norham Gardens, OX2 6PY, United Kingdom;3. Department of Education, National Chengchi University, No. 64, Zhinan Rd., Sec. 2, Taipei, 11605, Taiwan, ROC;1. College of Education, Psychology and Social Work, Flinders University, Australia;2. School of Education, University of Adelaide, Australia |
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| Abstract: | The purpose of the research reported in this chapter is twofold: first, to identify features of classroom environments that promote self-regulated approaches to reading and writing in young children; and second, to work collaboratively with teachers, helping them become proficient at designing tasks and structuring interactions with students that promote self-regulated learning (SRL). Five primary (kindergarten — grade 3) teachers and their students were involved in the study. Evidence from classroom observations indicates that these five teachers consistently involved their students in complex reading and writing activities, choosing what to read and write about, modifying tasks to control challenge, and evaluating their reading and writing processes and products. Also, these teachers provided support that was instrumental to students’ development of SRL, and employed non-threatening evaluation practices. Consistent with previous research that characterizes self-regulated learners, students in these classrooms demonstrated high levels of metacognition, intrinsic motivation, and strategic action. |
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